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Physical Sciences
The physical sciences sequences (along with the first half of the natural
sciences sequences) provide a way for students in the humanities and social
sciences to satisfy the Common Core requirement in the physical sciences.
Physical Sciences 108-109-110/134, Natural Sciences 101-102-103-104-105-106,
and Natural Sciences 151-152-153-154-155-156 are in general less mathematical
than Physical Sciences 111-112-113 and 118-119-120/122. The courses provide
a wide choice of subject matter and level. Physical Sciences 108-109-110,
Natural Sciences 101-102-103-104-105-106, and Natural Sciences 151-152-153-154-155-156
are open only to first- and second-year students and first-year transfer
students, with enrollment preference given to first-year students. This
means that students who have not completed the physical sciences requirement
with one of these sequences by the end of their second year will be limited
in the physical sciences courses they may take. NOTE: Only the more mathematical
courses are open to third- and fourth-year students.
Courses
Common Core Sequences
In the following course descriptions, L refers to courses with laboratory.
108-109-110. Science and the Earth. PQ: Math 102, 106, or placement
in 131 or higher. Open only to first- and second-year students and first-year
transfer students. These courses fulfill the Common Core requirement in
the physical sciences. Students are strongly advised to take these courses
in sequence (e.g., PhySci 109-108-110). Two sequences are offered, PhySci
109-108-110 and 109-108-134, which differ only in the subject of the third
quarter. A student who has previously taken any two of the courses PhySci
108-109-110 may complete the Common Core requirement in the physical sciences
by taking PhySci 134. PhySci 134 has limited enrollment.
108. Geology and Human Welfare. In this class, we study the following
aspects of industrial technology and geology: Stone, Bronze, and Iron Ages
and important metals, alloys, and ores. We discuss agriculture, energy sources,
and industrial technology, now and in the future, as well as nonmetallic
minerals in modern life, including diamond and other gem minerals. Zeolites
considered include catalysts, ion-exchangers, and adsorbents in the petroleum
and fine chemical industries--their geological occurrence and environmental
significance. Minerals in the human body and other biological organisms
studied include apatite, carbonate, amphibole, and silica. Four labs and
two field trips are part of the class. Course work also covers volcanoes,
earthquakes, comet/asteroid impacts, floods, landslides, and coastal phenomena;
atmospheric physics and chemistry; military affairs and geology including
nuclear weapons; and ethical aspects of geology. J. V. Smith. Spring.
L.
109. The Ice-Age Climate. We study the ice age as a means to understand
the varied processes that determine the stability of the earth's climate
system. Our study begins with the history of how the ice age was discovered.
Next, we explore the nature of glacier flow, glacier mass balance, and the
landforms that are created by glaciers both today and in the past. The terrestrial
and marine record of climate change is then investigated to set the stage
for the most important part of the course: an investigation of theories
for the glacial cycle. The lab includes analysis of glacier mass balance
and flow using data collected from Alaskan glaciers, glacial land forms
in Yosemite National Park in California, and glacial land forms in Illinois
and the Midwest, and possibly a day-long field trip to ice-age sites near
Chicago. D. MacAyeal. Autumn. L.
110. Environmental History of the Earth. Topics emphasize how geologic
history has determined the physical and biological environments we experience
on earth today, history and diversity of life as seen in the fossil record,
the role of organisms in environmental change, the effects of such change
on organisms, and extinction as an evolutionary process. J. Sepkoski.
Winter L.
108-109-134. Science and the Earth. PQ: Math 102, 106, or placement
in 131 or higher. Registration is open only to first- and second-year students
and first-year transfer students. This sequence is a variant of PhySci 108-109-110,
which also fulfills the Common Core requirement in the physical sciences.
134. Global Warming: Understanding the Forecast (=EnvStd 134, PhySci 134).
PQ: Math 102, 106, or consent of instructor; some knowledge of chemistry
or physics helpful. This course presents the science behind the forecast
of global warming to enable the student to evaluate the likelihood and potential
severity of anthropogenic climate change in the coming centuries. It includes
an overview of the physics of the greenhouse effect including comparisons
with Venus and Mars; an overview of the carbon cycle in its role as a global
thermostat; predictions and reliability of climate model forecasts of the
greenhouse world; and an examination of the records of recent and past climates
such as the glacial world and Eocene and Oligocene warm periods. D. Archer,
R. Pierrehumbert. Spring.
111-112-113. Foundations of Modern Physics I, II, III. PQ: Math 102,
or 106, or placement in 131 or higher. Must be taken in sequence. This
course sequence fulfills the Common Core requirement in the physical sciences.
111. Foundations of Modern Physics I. This course presents an introduction
to Newton's laws, with special emphasis on their consequences for the motion
of the planets and stars. The course also includes a discussion of wave
motion as applied to sound, water, and light, and treatment of some basic
aspects of special relativity. C. Covault. Winter. L.
112. Foundations of Modern Physics II. PQ: PhySci 111. With the
advent of quantum mechanics, physicists were forced to abandon the classical
laws of Newton and adopt a completely new philosophy concerning the laws
of physics. In this course, we explore the philosophy of quantum mechanics,
including such novel concepts as the quantization of energy, the indeterminacy
of physical events, and fields. We also examine systems where quantum mechanical
effects are not subtle, such as the substructure of common matter and high-energy
particle collisions; to this end we discuss the particle accelerators and
experiments capable of producing such systems in the lab. C. Covault.
Spring. L.
113. It's a Material World. PQ: PhySci 112. Why are some materials
insulators and others conductors, even superconductors? Why are some materials
tough and others brittle? Why is silicon used for computer chips and why
are liquid crystals good for flat panel displays? We explore the physics
of materials and devices with an emphasis on fundamental concepts and case
histories. T. Rosenbaum. Autumn.
118-119-120. Introduction to Astrophysics I, II, III. PQ: Math 102,
106, or placement in 131 or higher. Must be taken in sequence. This course
sequence fulfills the Common Core requirement in the physical sciences.
PhySci 122 has limited enrollment. Two sequences are offered, namely
PhySci 118-119-120 and 118-119-122, which differ only in the nature of the
third quarter. PhySci 120 is a conventional lecture course while PhySci
122 uses a discussion format and original sources as an alternative to a
text. Students may not take both PhySci 120 and PhySci 122.
118. Introduction to Astrophysics I. This course addresses problems
in classical astronomy and the study of the solar system. Physical principles
are combined with astronomical observation to achieve precise descriptions
of the motions of the planets, asteroids, and comets, the structures and
climates of the planets and their satellites, and the evolution of the solar
system. Physical principles and observational methods and results are demonstrated
in the lab. R. Rosner. Autumn. L: P. Palmer. Autumn.
119. Introduction to Astrophysics II. PQ: PhySci 118 or consent of
instructor. The goal of this course is to develop an understanding of
the structures and properties of stars, star clusters, and interstellar
matter within the framework of modern concepts of stellar evolution. Studies
range from the formation of stars in giant molecular clouds through the
evolution of normal stars to the late stages of stellar evolution, supernova
explosions, gravitational collapse, and the formation of neutron stars and
black holes. Also studied are the astrophysical processes that make these
structures visible to us, especially the roles of gravitation, the interaction
of matter and radiation, and nucleosynthesis in the structure and evolution
of stars. J. Truran. Winter. L: L. Hobbs. Winter.
120. Introduction to Astrophysics III. PQ: PhySci 119 or consent
of instructor. This course considers what is known about the universe
on a large scale. The observational study of galaxies, quasars, clusters
of galaxies, X-ray sources, and the cosmic microwave background provides
a bridge between the study of stellar evolution and studies of the formation,
evolution, and expansion of the universe. The big bang model and theories
of the early evolution of the universe are presented in the context of modern
concepts of gravitation and the other fundamental forces of nature and current
theories of elementary particles. Lab work shows the relationship between
direct measurements and the testing of theories. D. York. Spring. L:
J. Carlstrom. Spring.
118-119-122. Introduction to Astrophysics I, II, III. PQ: Math 102,
or 106, or placement of 131 or higher. This sequence is a variant of PhySci
118-119-120, which also fulfills the Common Core requirement in the physical
sciences.
122. Galaxies and the Universe. PQ: PhySci 119 or consent of instructor.
A study of the structure and dynamics of galaxies and of the large-scale
structure and evolution of the universe based on selections from original
papers, review articles, and nontechnical accounts. Topics include the structure
of the Milky Way, morphology of galaxies, galactic rotation, the large-scale
distribution of matter in the universe, the problem of dark matter in the
universe, the expansion of the universe, the cosmic background radiation,
the synthesis of chemical elements in the Big Bang, and the epoch of galaxy
formation. P. Vandervoort. Spring. L: J. Carlstrom. Spring.
Elective Courses
181. The Milky Way (=Astron 181). PQ: Any 100-level Common Core sequence
in chemistry, geophysical sciences, physical sciences, or physics. In
this course we study what is known about our galaxy, the Milky Way. We discuss
its size, shape, composition, location among its neighbors, motion, how
it evolves, and where we are located within it, with an emphasis on how
we know and what we know. K. Cudworth. Autumn.
182. The Origin and Evolution of the Universe (=Astron 182). PQ:
Any 100-level Common Core sequence in chemistry, geophysical sciences, physical
sciences, or physics. This course discusses how the laws of nature allow
us to understand the origin, evolution, and large-scale structure of the
universe. After a review of the history of cosmology, we see how discoveries
in the twentieth century--the expansion of the universe and the cosmic background
radiation--form the basis of the hot Big Bang model. Within the context
of the Big Bang, we learn how our universe evolved from the primeval fireball.
Not offered 1996-97; will be offered 1997-98.
183. Searching between the Stars (=Astron 183). PQ: Any 100-level
Common Core sequence in chemistry, geophysical sciences, physical sciences,
or physics. With the advent of modern observational techniques such
as radio and satellite astronomy, it has become possible to study free atoms,
molecules, and dust in the vast space between the stars. The observation
of interstellar matter provides information on the physical and chemical
conditions of space and on the formation and evolution of stars. Not
offered 1996-97; will be offered 1997-98.
184. Comets and Asteroids (=Astron 184). PQ: Any 100-level Common
Core sequence in chemistry, geophysical sciences, physical sciences, or
physics. Comets have always attracted interest because of their strange--almost
eerie--appearance in the night sky. In contrast, asteroids, which are so
faint that the brightest was not discovered until 1801, seemed to be less
important members of the solar system--until we realized that one could
wipe out life on earth. We know that because of their small size, comets
and asteroids carry with them important clues about the formation of the
solar system, clues that were long ago erased on the planets by weather.
In this course, we take a somewhat historical approach to the study of comets
and the class of asteroids that may derive from them. P. Palmer. Winter.
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